- name cards
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1a: Observe and use appropriate ways of interacting in a group (e.g. taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer, gaining the floor in appropriate ways).
English Language Arts/Foundational Skills/RF.PK.MA.2: With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).
English Language Arts/Foundational Skills/RF.PK.MA.3.c: Recognize one’s own name and familiar common signs and labels (e.g., STOP).
Head Start Outcomes:
Social Emotional Development/Self-Regulation: Follows simple rules, routines, and directions.
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Phonological Awareness: Identifies and discriminates between separate syllables in words.
Literacy Knowledge/Print Concepts and Conventions: Recognizes print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.
PreK Learning Guidelines:
English Language Arts/Language 1: Observe and use appropriate ways of interacting in a group (taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways).
English Language Arts/Reading and Literature 12: Listen to, recite, sing, and dramatize a variety of age-appropriate literature.
English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.
Greeting Song: “Clap a Friend’s Name” #7
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Name Recognition, Phonological Awareness (Segmenting), Phonological Awareness (Rhythm and Repetition)
Have groups of children stand as you chant “Clap a Friend’s Name” again.
- Tell children you are going to hold up the name cards of several children at a time. Say, When I hold up your card, stand right up.
- Hold up the name cards of children who have one syllable in their names.
- Tell children to chant “Clap a Friend’s Name” with you and say, When we get to the end of the song (“Copy, Copy, Copy me!”), each child standing will take turns saying his or her name and we will clap the parts of each name.
- Once you have finished, ask children if they notice anything about how many parts are in each name. (one) You may need to repeat the naming and clapping part to help children focus on the claps.
- Continue with two-syllable names, etc., until all children have had a turn.
Clap a Friend’s Name
Clap a friend’s name.
Follow me.
One clap, two claps,
Or maybe three.
Copy, copy, copy me!